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COMPARISON OF PRIMARY VS SUPPLEMENTARY DELIVERY OF INSTRUCTION VIA THE WORLD WIDE WEB IN AN UNDERGRADUATE AGRICULTURAL COMMUNICATION COURSE: EFFECTS ON ACHIEVEMENT AND ATTITUDE

By Eloise Gena Roberts and Matt Raven

Abstract

The purpose of this study was to determine the effectiveness of two methods of instruction in an undergraduate agricultural communication writing course on students ' achievement and attitudes. The two methods of instruction were dependent Web-based instruction with a laboratory and fully developed Webbased instruction. Dependent Web-based courses have major components on the World Wide Web to assist classroom instruction. Fully developed Web-based courses offer the entire course on the World Wide Web. Students ' achievement was measured from points obtained from: five major written assignments, one application question on the midterm examination, and a major class project. Students ' attitude was determined from a semantic differential instrument developed to measure students ' attitude toward writing, learning about writing, computers and the Internet. The experimentally accessible sample size was small (n = 32). The data collected to measure students ' achievement and attitudes violated the assumption of normality and data was ranked according to the RT-1 method. A multivariate analysis of variance (MANOVA) was conducted on ranked data to determine the effect of method of instruction on achievement. A multivariate analysis of covariance (MANCOVA) was conducted on ranked data to determine the effect of method of instruction on students ' attitude toward writing, learning about writing

Year: 2009
OAI identifier: oai:CiteSeerX.psu:10.1.1.134.8199
Provided by: CiteSeerX
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